论文标题:高中英语学习中的自主学习
Autonomous Learning on Senior High School English Study
论文作者
论文导师 李玉平,论文学位 硕士,论文专业 学科教学
论文单位 福建师范大学,点击次数 131,论文页数 58页File Size3587K
2006-08-30论文网 http://www.lw23.com/lunwen_528218052/
learner autonomy (LA); English teaching; strategy training
中国教育部在2003年颁布的《基础教育阶段新课程标准》中把“培养中学生自主学习英语的能力”作为英语教学的主要目标。但在目前中国，对于高中生英语自主学习的研究并不多。因此，本篇论文聚焦于怎样培养高中生的英语自主学习能力。论文介绍了学习者自主的背景、定义、前人在这一方面的研究及相关的理论。作者在分析了自主学习相关理论的基础上，对福建省福州市两所不同学校的365名中学生英语自主学习现状进行了调查，所采用的形式是问卷和访谈。通过对调查过程中所搜集的数据的分析和概括，得出有利于培养自主学习的因素；同时也发现明显阻碍着学生自主学习的因素。概括地说有以下几个方面。(1)学生对自主英语学习有积极的态度和强大的动力。(2)结果表明大约一半以上的高中生在认知风格上属于场依存，这为教师培养学生的自主学习能力提出了挑战。(3)学生对元认知学习策略的使用明显存在着不足，其中的原因是多方面的。通过调查研究，对于存在于现阶段高中英语教学中的问题，本文提出了培养学习者自主的必要性和意义及若干培养学习者自主的尝试性建议。最后，帮助学习者反思学习过程，最后论述了一些还有待于解决的问题。
Education Ministry has set the main goal of English teaching and learning as "developing the students" autonomous English learning" in The New English Standard Course Standard for the Basic Education Stage. However, there are few studies about autonomous learning for high school students in China. So this thesis focuses on how to promote learner autonomy in English learning among high school students by introducing the background of autonomous learning, the former researches, the definition and the relative theories. Based on the theoretical inspection of learner autonomy, the author did an investigation into the current English teaching and learning in high school. (N=365), one questionnaire and some interviews in two different schools located in Fuzhou, Fujian Province are used. According to the result of the investigation, the paper has drawn these elements concerning the autonomous learning and factors preventing students" autonomous learning. (l)Students show positive attitudes toward and strong motivation for the autonomous English learning. (2) More than half of seniors are FD learners. It is challenging for teachers to develop the students" autonomous English learning. Firstly, the teacher"s authority in classroom teaching inhibited some students" freedom of choice in learning strategies and styles. Secondly, the teacher"s inflexible teaching style could not meet the students" individual learning styles. Thirdly, classroom interaction patterns were often teacher-centered, in which the students have rare opportunities to practice their own learning potentials. And finally, the teacher"s evaluation on the students did not provide the students with proper fair feedback on their work. (3) The students demonstrate more disadvantages in using meta-cognitive strategies due to complex situations. Based on the result of the study, a few tentative suggestions are made on promoting learner autonomy in ESL, helping students to be autonomous learners. Finally, some questions that remain to be solved are presented.
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